Teaching Chinese as a Foreign Language in Primary and Secondary Education: Current Conditions, Institutional Barriers, and Strategic Countermeasures

Abstract

Against the backdrop of comprehensively advancing quality-oriented education, students’ expectations of the learning process have shifted considerably. Traditional, lecture-based instructional models are no longer sufficient to meet the developmental needs of learners, particularly in disciplines that emphasize practical application. The marketing major in vocational colleges and universities is characterized by its strong operational orientation and high demand for hands-on competence. As such, there is an increasing pedagogical imperative to adopt instructional approaches that bridge theoretical knowledge and real-world practice. Experiential teaching, which emphasizes learning through reflection on doing, has emerged as a viable and effective methodology in this context. This study seeks to systematically examine the application of experiential teaching within the marketing curriculum in vocational higher education institutions. Experiential teaching is grounded in the principle that meaningful learning occurs when students are actively engaged in experiences that require problem-solving, decision-making, and adaptive reasoning. In the field of marketing, where consumer behavior analysis, market positioning, brand communication, and sales strategies must be understood not only conceptually but also operationally, experiential methods offer significant advantages. These methods include case-based simulations, project-based learning, role-playing, real-world marketing campaigns, and internships, all of which enable students to contextualize academic content within authentic professional scenarios. The current state of marketing instruction in many vocational colleges, however, remains largely didactic. Instruction tends to focus on the transmission of theoretical principles with limited integration of practice. As a result, students often graduate with declarative knowledge but lack the procedural fluency and strategic agility required in the modern marketing workplace. Moreover, the disconnect between curriculum design and industry expectations further exacerbates the gap between academic preparation and vocational applicability.